ASSESSMENT REPORT ON SPECIAL NEEDS EDUCATION IN KISMAYO –JUBALAND. · 2018-09-09 · ASSESSMENT...
Transcript of ASSESSMENT REPORT ON SPECIAL NEEDS EDUCATION IN KISMAYO –JUBALAND. · 2018-09-09 · ASSESSMENT...
ASSESSMENT REPORT ON SPECIAL NEEDS EDUCATION IN KISMAYO –JUBALAND.
May 24th-June 2017 By: Geoffrey Shikuku and Farah Omar
ASSESSMENT REPORT ON SPECIAL NEEDS EDUCATION IN KISMAYO –JUBALAND.(MAY-JUNE 2017)
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TABLE OF CONTENTS Page
Acknowledgements ---------------------------------------------------------------------------------2
Acronyms--------------------------------------------------------------------------------------------- 3
Tables and Figures ----------------------------------------------------------------------------------5
Definition of Terms ----------------------------------------------------------------------------------6
Executive Summary ---------------------------------------------------------------------------------7
1.0 Background of the Study ---------------------------------------------------------------------10
1.1 Aims of the Study ------------------------------------------------------------------------------11
2.0 Methodology----------------------------------------------------------------------------------- 13
2.1 Target Group------------------------------------------------------------------------------------14
2.2 Data Collection and analysis------------------------------------------------------------------15
3.0 Discussion of Results------------------------------------------------------------------------ ---16
4.0 Recommendations---------------------------------------------------------------------------- -24
5.0 Limitations of the study----------------------------------------------------------------------- 25
6.0 Conclusion-------------------------------------------------------------------------------------- 25
7.0 References------------------------------------------------------------------------------------- 26
8.0 Appendices------------------------------------------------------------------------------------ 27
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ACKNOWLEDGEMENTS
The assessment team would like to gratefully acknowledge the financial and technical support from
Lutheran world federation through the regional hub of horn Africa for funding this assessment.
The LWF horn of Africa regional hub, the technical advisor education, and the whole of Nairobi
Management team for believing in us to undertake this task.
The LWF Dadaab sub programme for accepting to release the team amidst the dire need the staff by the
sub-programme
We also acknowledge ideas and contributions from Regional Education officers, Head Teachers,
Classroom Teachers, Special Needs Education Teachers, Community Leaders and Learners with and
without disabilities in the selected schools of Jubaland federal government.
We would like to thank the Ministry of education Jubaland, through the Minister, Director General
Education Mr.Siyat, and regional schools director Mr. Muktar for permitting us to visit their schools and
interact with learners during the data collection process.
The information given to the team by partners and government agencies such as ADRA,
ARC,SCI,JRIA,DAA,UNHCR,WFP,Kismayo general hospital is invaluable.
Finally, the assessment team would like to acknowledge the invaluable inputs of all the Somali people we
encountered in the field without whose support and encouragement this case assessment would never have
been completed.
Assessment team
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ACRONYMS
EFA - Education for All
SDGs-Sustainable Development Goals
SNE - Special Needs Education
SEN - Special Educational Needs
ADRA-Adventist Development and Relief Agency
JRIA- Jubaland Refugees and IDPs Affairs
UNOCHA-UN Office for the Coordination of Humanitarian Affairs
CECs-Community educational committees
DGE-Director general education
IDPs-Internally displaced people
DAA- Disability Aid Association
ADL- Activities of Daily Living
CRC- UN Convention on the Rights of the Child
FGD- Focus Group Discussion
H&S- Hearing and Speech
IE- Inclusive Education
INGOs- International Non-Government Organizations
IEP- Individual Education Plan
NGOs- Non-Government Organizations
NFE- Non-Formal Education
PWDs- Persons with Disabilities
CWDs-Children with Disabilities
UNICEF- United Nations International Children Education Fund
VI-Visual Impaired
HI-Hearing impaired
PH-Physically handicapped
WHO-World Health Organization
USAID- United States Agency for International Development.
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IOM-International
TPR-Teacher pupil ratio
WFP-World food Programme
NRC-Norwegian Refugee council
CARE-Cooperative for Assistance and Relief Everywhere
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TABLES, PHOTOGRAPHS AND GRAPHS
List of Graphs
Figure 1: Table Showing Enrolment and Staffing Of the 19 Schools in Kismayo
Figure 2: Photograph of a FGD with DAA Officials
Figure 3: Graph of learners with and without disabilities in Kismayo
Figure 4: Photograph of a deaf boy raising challenges they face in school
Figure 5: Graph of SNE Teachers against Mainstream Teachers in the Schools in Kismayo
Figure 6: A photograph showing the tough terrain in some schools
Figure 7: Photograph of wash facilities that are not disability friendly
Figure 8: A photograph of the few schools has ramps
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DEFINITION OF TERMS
The following are definition of specific terms used in the assessment report:
Assistive Devices
These are appropriate aids, appliances, technologies and other support systems that facilitate effective
learning of learners with special educational needs.
Inclusive Education
It is a learning environment that provides access, accommodation and support to all learners.
Learners with Special Educational Needs
These are learners who require special service provision and support in order to access education and
maximize their learning potential.
Special Needs Education
It is a system for providing a conducive learning environment for learners who may require extra support
in order to achieve their potential.
Special School
A school that provides educational and other related services solely to learners with special educational
needs and is staffed by specially trained teachers.
Special Needs Education Teacher
A teacher trained to assist learners with special educational needs
A disability is an umbrella term, covering impairments, activity limitations, and participation restrictions.
Impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by
an individual in executing a task or action.
Disability Mainstreaming
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Executive Summary
Kismayo has a challenge to make Special needs education/inclusive a reality due to limited resources.
Insufficient funding, environmental and attitudinal barriers are some of the major challenges to
implementing special needs /inclusive education in schools.
Aim of the needs assessment on special needs education (inclusive education)
The main aim of the study was to conduct a situational analysis of mainstream education system for the
inclusion of learners with SEN in selected schools in Kismayo. In order to gather the assessment data the
study was to:
• Identify strengths, challenges and opportunities for special needs education
• Explore the perception of Teachers, Head Teachers, Primary Education officers, community
education Committees, Community Leaders and Learners with and without disabilities on special needs
education
• Investigate the level of participation of learners with disabilities and their parents in the school
• Establish the extent to which the design of school infrastructures meets the specialized needs of
individual children
• Examine strategies for sustainability of special needs education in schools
• Recommend appropriate interventions from the findings
Methodology
The study used both qualitative and quantitative methods of research. The qualitative data was collected
through interviews and focus group discussions. Published and unpublished literatures on SNE in Kismayo
were explored to understand the current situation on SNE in the country. Similarly, quantitative data was
collected from Head Teachers‟ questionnaires and records of learners and teachers in the schools.
The assessment was conducted in Kismayo region of the Jubaland federal government. Kismayo covers
four areas: Calanleey (oldest), Faanoole, Farjano, Shaqaalaha. The assessment targeted, Head Teachers,
Mainstream teachers, Learners with and without disabilities, education officer, and community education
committees.
Results
The assessment has revealed a number of challenges that teachers, learners with and without disabilities
are facing in schools. These challenges include:
Lack of knowledge and additional skills in teaching learners with disabilities
Inadequate teaching and learning resources
Inadequate communication skills by teachers and learners in schools
Frequent absenteeism from school by learners and some because of disability.
Lack of available mechanisms to raise awareness on disability mainstreaming, proper
identification of disability and early interventions
Negative attitudes by the teachers and the community towards learners with disabilities
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Lack of interest and commitment towards education by learners
Inaccessible school infrastructure
Inconsistent data for people living with disability
Poor attitude towards PWDs
Lack of assistive devices
Recommendations
The Assessment team has come up with the following recommendations based on the above findings
Need for Sensitization of parents, teachers, learners and school management committees on
disability issues at school and village levels and empower them to advocate for education of
children living with disability.
Mobility to and from school will definitely trigger higher enrolment in school for the special needs
children
Conduct a baseline survey to map and determine the numbers of PWDs for proper interventions
that target known populations.
Local administrators and school heads can play a major role in making schools more responsive to
children with special educational needs if they are given necessary authority and adequate
training to do so.
Early interventions to minimize the effect of impairment on education will be key and therefore
the expertise needed for early screening and identification of children with disabilities will be
important by establishing an equivalent of an educational assessment and resource center(EARC).
The success of the inclusive school depends considerably on early identification, assessment and
stimulation of the very young child with special educational needs.
The articulation of a clear policy on inclusive education together with adequate financial provision
- an effective public information effort to combat prejudice and create informed and positive
attitudes - and the provision of necessary support services. Changes in all the following aspects of
schooling, as well as many others, are necessary to contribute to the success of inclusive schools:
curriculum, buildings, school organization, pedagogy, assessment, staffing, and school ethos and
extra- curricular activities(ADRA has engaged a consultant who is working on this, LWF can enrich
this document by actively participating in its development)
Provide in-service training to all mainstream teachers and/or Special needs teaches on special
needs education. The knowledge and skills required are mainly those of good teaching and
include assessing special needs, adapting curriculum content, utilizing assistive technology,
individualizing teaching procedures to suit a larger range of abilities, etc. In teacher-training
practice schools, specific attention should be given to preparing all teachers to exercise their
autonomy and apply their skills in adapting curricula and instruction to meet pupils‟ needs as well
as to collaborate with specialists and co-operate with parents. Furthermore, the importance of
recruiting teachers with disabilities who can serve as role models for children with disabilities will
be key.
Construct/Rehabilitate and adapt the existing school classrooms, sanitary and recreation facilities
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for accessibility by learners with SEN.
Provide/advocate for different types of assistive devices to assist learners with mobility, hearing,
and communication, sight, writing and sitting problems. Establishment of community services
sector/unit needs to be thought about.
Young people with special educational needs should be helped to make an effective transition
from school to adult working life. Schools should assist them to become economically active and
provide them with the skills needed in everyday life/ADL.
NB
In general, we would advise that on the onset LWF concentrates their efforts on the development of
inclusive schools and the specialized services needed to enable them to serve the vast majority of
children and youth with special needs - especially provision of teacher training in special needs education
and the establishment of suitably staffed and equipped resource centres to which schools could turn for
support.
Opportunities
The situation is not all that gloomy, there are a handful SNE trained teachers, trained by LWF and CARE
in Dadaab who are returnees they can be a starting point. Some schools have some adaptations done on
the infrastructure especially classrooms they can be prioritized in establishment of the SNE centers though
other factor will need to be considered. At the very tail end of the assessment the team met consultants
engaged by ADRA to develop a special needs education policy, LWF can take an active role in enriching
the document which will be key in offering a framework for inclusive education implementation in
Jubaland.
Limitations of the assessment
The team noted that some learners with disabilities were unable to express themselves during the focus
group discussions especially those with communication difficulties and mental challenges. In some schools
community leaders and teachers thought the team had come with immediate solutions to their problems.
Some of the impairment categories could not be identified by some teachers. Getting data was a
challenge to the assessment team. Insecurity was a problem since some planned activities had to be
withdrawn especially towards the very end of the assessment.
Conclusion
The study has given the team a true picture of the challenges that both teachers and SNE learners are
facing in schools. The findings of the assessment will act as a yardstick and point of reference in the
promotion of special needs education programmes in Kismayo Education sector. Eventually, the practice
will be replicated in all schools the in the region.
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1.0 Background of the Study
Situated 528 km Southwest of Mogadishu near the mouth of the Jubba River, Kismayo is the third largest
city in Somalia and the capital city of Lower Juba region. The port city is the commercial hub of Juba
land regions and southern parts of the country and has a strategic significance, being halfway between
Mogadishu and the Kenyan border. It acts as a commercial centre for products from the pastoral, fishery
and agriculturally rich hinterland.
Jubaland is a name coined by the British to describe the land between the Juba River („the Nile of East
Africa‟) and the Tana River in northern Kenya. It is a newly created region in southern Somalia and
consists of Gedo, Middle Juba and Lower Juba. Its eastern border lies 40–60 km east of the Juba River,
stretching from Gedo to the Indian Ocean, while its western side flanks the North Eastern Province in
Kenya.
The city is divided into four zones: Calanleey (oldest), Faanoole, Farjano, Shaqaalaha. The city has an
estimated local population of 183,300 people, with 14,287 school-aged children in 19 schools. This is a
very low enrolment rate taking it that 45.6% of Somalia population is made up children below the age
of 15 yearsi “The numbers of schools in Kismayo are only 19 schools (8 of the having secondary schools
integrated) and largest school has 15 classrooms that could host only 40 students per class. In short, existing
schools are already under pressure”, says the director general education Mr.Siyad. At least twenty-three
thousand students from 77 schools across Somalia sat for the unified national examinations for secondary
schools, which ended on 25th May 2017.
According to WHO 1 in every 7 people has some disability meaning out of the about 85,408ii children in
Kismayo about 11,957 children in the Kismayo have some disability, while only 15 children with disability
were reported out of the children in school.DAA however affirmed that they have in their data over 400
CWDs that they can immediately mobilize to school once SNE is established.
FIGURE 1: TABLE SHOWING ENROLMENT AND STAFFING OF THE 19 SCHOOLS IN KISMAYO
As at May 2017SCHOOL NAME STATATUS M F TOTAL M F TOTAL M F TOTAL M F TOTAL M F TOTAL
NEW WAMO PRIMARY SCHOOL PUBLIC FREE 388 392 780 0 0 0 9 1 10 4 0 4 1 0 1
WAMO STADIUM PRIMARY SCHOOL PUBLIC FREE 302 351 653 0 1 1 8 3 11 4 4 1 0 1
DOW DHANE(HORSED) PRIMARY SCHOOL PUBLIC FREE 209 261 470 2 0 2 8 0 8 3 0 3 0 0 0
EX-MARINE PRIMARY SCHOOL PUBLIC FREE 610 415 1,025 2 0 2 15 1 16 6 0 6 1 0 1
HORYAAL PRIMARY SCHOOL PUBLIC FREE 1,049 1,072 2,121 4 6 10 26 4 30 5 0 5 1 0 1
IFTIN PRIMARY/SECONDARY SCHOOL PUBLIC FEE PAID 373 279 652 0 0 0 19 1 20 0 0 0 0 0 0
MOHAMED JAMA PRIMARY/SECONDARY SCHOOLPUBLIC FEE PAID 526 338 864 0 0 0 23 0 23 0 0 0 0 0 0
BARWAQO PRIMARY/SECONDARY SCHOOL PUBLIC FEE PAID 517 331 848 0 0 0 19 1 20 0 0 0 0 0 0
KHALID BINU WALID PRIMARY/SECONDARY SCHOOLPUBLIC FEE PAID 430 371 801 0 0 0 26 4 30 0 0 0 0 0 0
KISMAYO PRIMARY/SECONDARY SCHOOL PUBLIC FEE PAID 136 95 231 0 0 0 10 1 11 0 0 0 0 0 0
RUGTA PRIMARY/SECONDARY SCHOOL PUBLIC FEE PAID 371 285 656 0 0 0 15 0 15 0 0 0 0 0 0
AHMED BINU HAMBAL PUBLIC FEE PAID 463 338 801 0 0 0 31 2 33 0 0 0 0 0 0
GANANE PRIMARY/SECONDARY SCHOOL PUBLIC FEE PAID 546 356 902 0 0 0 27 4 31 0 0 0 0 0 0
JUBBA PRIMARY/SECONDARY SCHOOL PUBLIC FEE PAID 600 305 905 0 0 0 29 1 30 0 0 0 0 0 0
FAANOLE PRIMARY/SECONDARY SCHOOL PUBLIC FEE PAID 699 378 1,077 0 0 0 23 0 23 0 0 0 0 0 0
FARJANO PRIMARY/SECONDARY SCHOOL PUBLIC FEE PAID 209 160 369 0 0 0 14 2 16 0 0 0 0 0 0
GULWADE PRIMARY/SECONDARY SCHOOL PUBLIC FEE PAID 584 415 999 0 0 0 25 2 27 0 0 0 0 0 0
GOBWEN PRIMARY/SECONDARY SCHOOL PUBLIC FEE PAID 74 59 133 0 0 0 4 0 4 0 0 0 0 0 0
BEDHERE PRIMARY SCHOOL PUBLIC FREE 360 332 692 0 0 0 9 1 10 0 0 0 0 0 0
TOTAL 8,446 6,533 14,287 8 7 15 340 28 368 22 0 22 4 0 4
SNE CHILDREN ALL TEACHERS TRAINED TEACHERS SNE TEACHERS
Kismayo school dataMAINSTREAM
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Somalia is an Islamic society and Islamic educational institutions were prevalent in the past. During the
colonial period, the British introduced an English educational system in the NW and the Italians introduced
an Italian system elsewhere. These two systems were consolidated in 1960 and under the assistance of
various donors including USAID an impressive basic educational system was established with some 1400
primary schools, perhaps as many as 60 secondary schools (some of which were boarding schools to
provide access for children from rural areas), several vocational-technical institutes, a National Teacher
Education Center, and a National University. Western assistance was abandoned in the mid-70s when the
new government developed close relations with the USSR. Subsequently, the nation plunged into conflict
and the educational system began its decline. By 1991 when the civil war broke out, the education system
in Somalia had already been severely crippled by the internal conflicts that created an increasingly
unstable and insecure environment in Somalia. By 1994, school enrolment had reached its lowest point,
with most if not all schools destroyed, materials unavailable, and teachers and students abandoning the
educational process.
As stability and security has increased in the country, there has also been a corresponding rise in
enrolment rates. Observers report strong local interest with many communities taking initiative. Reflecting
popular demand, donors are showing renewed interest in education believing it is both a force for
reconciliation and an investment in the future. Donors have also begun to pay more attention to the
education sector, indicating a shift away from an emergency‟ mind-set, towards a more development
oriented approach.
The Jubaland education system is comprised of Early Childhood Education (ECE) which is supposed to be
two years (ECE) but this is not the reality on ground, followed by eight consecutive years in primary
education (four in lower and four in upper primary) and four years of secondary education. In short, the
system follows the systematic approach 8-4-4 system. The students only sit for a national examination at
end of their form four. The state also fully acknowledges the existence of quranic schools whose main
focus is teaching core value of Islamic teachings and basic numeracy and literacy skills to young learners
from 4 years to 15 years.
Information on provision of SNE services is quite scanty with a mention of the special needs learners being
integrated in the mainstream classes with little or no support that targets their disability
The education system does not have formal assessment tools for identification of disabilities. Of the15
children reported with disabilities in Kismayo schools, there are only 4 SNE teachers equipped with
knowledge and skills to provide additional support to learners with SEN.
In order to progress in the provision of SNE services, Somalia needs to be signatory to a number of world
declarations, and put in place policies that aim to provide equal educational opportunities to all learners.
Such commitments include the pledge to the Salamanca Statement (1994) which advocates for inclusion of
learners with disabilities in the mainstream education. Based on the current status of SNE in Kismayo, few
teachers (returnees from Dadaab) are trained to provide additional support to learners with SEN. As
such, most learners with disabilities find themselves in the mainstream classrooms where they are and
expected to excel without any additional educational support. This form of integration does not reflect
the sort of inclusive education addressed in the Salamanca Statement.
Inclusive education, as a concept ensures the participation of all learners in schooling. According to
Pinnock H. & Lewis I. (2008), inclusive education is a dynamic process that reflects the following:
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• An acknowledgement that all children can learn
• Respects differences in children: age, gender, ethnicity, language, disability, HIV and TB status etc.
• Enables education structures, systems and methodologies to meet the needs of all children.
• Promotes an inclusive society
The concept of inclusive education is inseparable with quality special needs education. Quality education
can only be achieved if the needs of all learners are addressed so that each and every learner is
allowed an opportunity to succeed (Pinnock H. & LewisI., 2008). When learners with SEN are provided
with appropriate support in an inclusive setting, they are able to develop a more positive self-concept
(SchmidtM. & Cagran B. 2008). Inclusive education practices accept learners with all levels of SEN. The
educational opportunities of learners with SEN are maximized when these learners receive classroom
support, their teachers have the relevant skills, and funding is sufficient in order to provide appropriate
teaching and learning resources (Farrell P. Et.al. 2007).
As a step towards creating inclusive education, the Jubaland Government through the Ministry of
education and higher learning has developed the „JUBALAND EDUCATION POLICY PLAN‟-March- April
2017(still at draft level) which specifies the country‟s commitment to quality education for all. The policy
document states that “Equity: This concept will encourage the system to create all inclusive environments to
all learners in access and provision of education services. Every person in Jubaland should be provided with
equal opportunity to good education, opportunity to take part in sports and other co-curricular activities.
Relevant policies and inclusion strategies shall be developed that will further identify and articulate for equal
and fair treatment to avoid isolation of disadvantaged members within the society”
Jubaland is committed to reducing inequalities in the schools across the social groups and regions by;
increasing school enrolment of female learners, increasing community participation in management of
local schools, and provision of enabling environments for learners with SEN in this policy. These efforts
demonstrate the country‟s cognizance of the need to create an inclusive society and achieve international
targets such as the Sustainable millennium goals (SDG 4) “Ensure inclusive and quality education for all
and promote lifelong learning”.
It is important that the governments translate their theoretical commitments into actual practice (Zindi,
1997).
The information we got from the DGE and policy officer seconded by IOM who were KI outlines the major
constraints to effective implementation of SNE services in Kismayu(Jubaland) as lack of sufficient funding,
environmental barriers, attitudinal barriers, limited capacity to train SNE teachers, the institutional
structure and lack of coordination and partnership on SNE issues. It is therefore, obvious, that in order to
achieve successful inclusive education, Jubaland and partners will need to address the critical challenges
affecting SNE service at the grassroots level.
The barriers to inclusive education include: cultural biases which lead to preferential treatment and
allocation of resources and opportunities to male children and children without disabilities; lack of access
to SNE services and support, distance to school, inaccessible physical environment, physical and verbal
abuse of children with disabilities, and the nature of the education setting which mostly encourage
negative attitudes towards learners with SEN (Rousso,H. 2007). It is was further noted that girls with
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disabilities face greater challenges in accessing quality education because as females they are already
disadvantaged within the cultural biases that exist in addition to their disability status.
1.1 AIMS OF THE ASSESSMENT
The main aim of the assessment was to conduct a situational analysis of the current main stream education
system for the successful inclusion of learners with SEN in selected schools in Kismayo which is the main
catchments area in which LWF operates.
The study was designed to examine the current education system in line with the SDG 4 on inclusive
education
In order to gather the assessment data of learners with disabilities in the education division, the
assessment was to:
• Identify strengths, challenges and opportunities for inclusive education
• Explore the perception of Teachers, Head Teachers, and education officers, Community Education
Committees, Community Leaders and Learners with and without disabilities on inclusive education
• Investigate the level of participation of learners with disabilities and their parents in school
activities
• Establish the extent to which the design of school infrastructures meets the specialized needs of
individuals
• Examine strategies for sustainability of inclusive education in schools
• Recommend appropriate interventions from the findings
2.0 Methodology
The major part of this assessment was to provide both qualitative and quantitative analysis of the current
mainstream education system for the inclusion of learners with SEN in selected schools. Therefore, in order
to achieve this goal, the assessment benefited from the use of both qualitative and quantitative methods
of research.
The qualitative data was collected through key informant interviews and rigorous focus group discussions.
The qualitative methods were utilized to document meaningful experiences and life stories within the local
contexts regarding learners with SEN and inclusive education in the selected schools. Published and
unpublished literatures on SNE in Somalia were also explored to understand the current situation on SNE
in the country and identify opportunities for inclusive education as a means towards achieving both SDG
4 and EFA goals.
The quantitative data was collected from Head Teachers‟ questionnaires and records of learners and
teachers in the schools. These objective cognitive tools were utilized to enhance the reliability of the data
collected.
2.1 The Study Area
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The study was conducted in Kismayo which is one of the 3 regions in Jubaland state. The city is divided
into four districts: Calanleey (oldest), Faanoole, Farjano, Shaqaalaha district is divided into clusters of
schools called zones which are headed by a Regional education officer (REO).
While a district may contain a major urban settlement (main town) and a number of smaller surrounding
villages, it is the unfortunate reality that the assessment was designed and carried out in the major urban
settlement of the district; the KISMAYO Town
2.2 The Target Groups
In order to achieve the objectives of the study, several groups of people were engaged in order to get
information. The study targeted, Head Teachers, Mainstream teachers, SNE teachers, Learners with and
without disabilities, education officers, Community educational committees (CECs), partners, and
government officials, local and international NGOs. These groups were involved in order to get
information that could be triangulated for confirmation, since the major part of the study involved
collection of qualitative data.
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FIGURE 2: FGD WITH DAA OFFICIALS.
2.3 Data Collection and Analysis
Data was collected through questionnaires, focus group discussion and school records. The study
participants were grouped and a different data collection tool was used with each group. Head
teachers, SNE teachers, and Mainstream teachers completed written questionnaires, focus group
discussions were held with learners with and without disabilities; community leaders, who comprised
representatives of the CECs. Personal interviews were held with the government officials, NGOs and
INGOs.
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The qualitative data was summarized and organized into thematic areas using the triangulation
approach. This was done in order to synthesize and interpret data from the life stories and experiences
collected on inclusive education in order to converge on an accurate representation of reality (Polit &
Hungler, 1995). This approach was used in order to minimize biases that could have distorted the results
of the assessment
3.0 Discussion of Results
This section presents the assessment findings in regard to challenges faced by classroom teachers and
learners, reasons for drop out and repetition, role of parents and community leaders in school activities
and possible solutions to inclusive education barriers in schools. However, the assessment first sought
opinions from mainstream teachers, SNE teachers, learners with and without disabilities on Inclusive
Education.
3.1 Response to Inclusive Education
The questions were paused to a section of the population sampled during the study. The intention was to
find out what each group felt about the inclusion of learners with disabilities in the mainstream
classrooms. Three groups of respondents were asked questions. These were learners with and without
disabilities and mainstream teachers. The following were their responses:
3.1.1 Learners with Disabilities
Learners with disabilities were asked whether or not they enjoy learning together with peers without
disabilities. In all the 7 schools where the assessments were conducted, learners said that they enjoy
learning together with those without disabilities. They gave examples of playing together with peers
without disabilities, working collaboratively and escorting them to toilets. Also, they sit close to each other
for support in identifying what is written on the chalkboard, reading aloud to those with hearing
impairment and giving instructions on behalf of the mainstream teacher through gestures, tactile and
other non-verbal cues.
3.1.2 Learners without Disabilities
Learners indicated that they recognize the presence of learners with disabilities in the classrooms. They
mentioned that they enjoy learning together with peers with disabilities and support them in various
activities. Learners using wheel chairs are pushed to and from school daily. Those with mobility problems
are sometimes carried on the back to school and sporting activities. During reading lessons, a learner
without hands is assisted in turning up pages of the book.
Those with low vision are assisted by reading to them from the chalk board and books. Despite lack of
formal assessment tools to identify disabilities of learners, each school reported having some learners
with disabilities. The following figure 3 provides numbers of learners with disabilities compared to
learners without disabilities in the schools visited.
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Figure 3: Graph of learners with and without disabilities in Kismayo.
FIGURE 3: LEARNERS WITH AND WITHOUT DISABLILITIES
Disability Status
Comparing learners with disabilities against learners without disabilities in the sample as a whole, we
conclude that the number of learners without disabilities is greater (in fact much greater) than the number
of learners with disabilities.
This can also be interpreted as a reflection of the situation in the whole area and that the number of
learners without disabilities is significantly greater than the number of learners with disabilities who
cannot access education due to the many factors that work against their schooling.
When the responses of learners with disabilities and learners without disabilities are compared, it is
obvious that the insignificant numbers of learners with disabilities are integrated well within the schools
such that learners are used to supporting each other, however, what was noted was the fact that teachers
and learners‟ interaction is almost non-existent. Learners with disabilities receive care and attention
mostly from their peers. They learn to accommodate their disabilities by receiving help from their peers.
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FIGURE 4: A DEAF BOY WHO IS IN SCHOOL RAISIN CHALLENGES THEY FACE IN SCHOOL.
3.1.3 Mainstream Teachers
Mainstream teachers indicated that there are indeed learners with disabilities in their respective classes.
They recognized the presence of various categories of disabilities. There were variations of knowledge
about special needs education/IE practice in the schools. They indicated that it is possible to teach both
learners with and without disabilities in the same class under the supervision of one mainstream SNE
trained teacher. However, they said that this could be possible if they were equipped with additional
knowledge and skills on how to teach and manage learners with diverse learning needs.
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Figure 5: Graph of SNE Teachers against Mainstream Teachers in the Schools in Kismayo.
FIGURE 5: SNE VERSUS MAINSTREAM TEACHERS
A comparison of SNE teachers and mainstream teachers in all the schools collectively (i.e. the whole
sample), hence we conclude that the number of SNE teachers is significantly different from the number of
mainstream teachers. The number of SNE teachers is much less than the number of mainstream teachers
as can be seen in the graph above. The results obtained can also be interpreted again as a reflection of
the situation on the ground in the whole area and that is the number of SNE teachers is much lower than
the number of mainstream teachers.
The results reveal a lack of expertise to provide appropriate support for learners with SEN. Of the few
available SNE teachers, at Ex-marine Primary, Waamo stadium primary and Horsed primary schools, it
would be almost impossible to provide additional support for learners with SEN in the schools.
3.2 Challenges that Mainstream Teachers and Learners with Disabilities face in the School System
The study revealed that there are many challenges those learners with disabilities and their mainstream
teachers face in respective schools.
3.2.1 Challenges Learners with Disabilities face in Schools
Responses from both mainstream teachers and learners with disabilities clearly indicated a remarkable
communication gap between learners with disabilities and their teachers. The assessment unveiled a lot of
challenges faced by learners with disabilities in mainstream schools. These challenges ranged from school
environment, teaching methodology, and attitudes. Challenges from school environments included; lack of
skills on the part of the teachers to provide adequate and relevant support to learners with disabilities.
Another challenge is lack of learner-friendly physical infrastructure such as classroom and sanitation
facilities. Most schools have steps and without ramps to allow learners with disability access these
classrooms easily. The picture below shows a school with very difficult terrain in Horyaal primary school
for learners who could use wheel chairs.
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FIGURE 6: THE TOUGH TERRAIN IN SOME SCHOOLS
3.2.2 Challenges Mainstream Teachers face in teaching Learners with Disabilities
Responses from mainstream teachers highlighted lack of skills in supporting learners with disabilities as a
major barrier to effective delivery in class. There is poor communication between the mainstream teachers
and learners with disabilities for instance, if a class has a learner with hearing impairment, the teacher
uses the planned lesson, ignoring such a learner because the teacher does not have communication skills.
Learners with visual impairment pose a threat to the effectiveness of classroom teacher delivery because
teachers do not have skills in Braille; neither do they consider provision of assistive devices for learners
with low vision.
Another challenge that surfaced from the assessment was lack of sufficient teaching and learning
resources in schools. This challenge parallels itself to the large class allocation most schools have. Teachers
complained of absenteeism among learners on market days especially in schools near trading centers.
Lack of adequate classrooms in schools was another challenge to both teachers and learners because of
so many physical communication barriers faced by open classes especially during rainy season. Lessons
abruptly stop due to rains or storms.
Understaffing was not a challenge that teachers face. One school that was visited had a TPR of 1:28
though most of the teachers are volunteers and most of them have no skills to even teach since they even
cannot comprehend a single word in English. Late coming to school and behavioral problems which cause
indiscipline in classes were also featured as challenges faced by teachers.
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FIGURE 7: WASH FACILITIES THAT ARE NOT DISABILITY FRIENDLY
3.3 Reasons for Learner Drop-out and Repetition
The study wanted to identify reasons for learner drop-out and repetition in schools. Mainstream teachers,
parents and community leaders and learners both with and without disabilities were asked questions.
3.3.1 Reasons for Learner Drop out and repetition by Mainstream Teachers
Teachers in the schools mentioned that every year they have drop outs and repeaters in the schools. The
assessment teams found out those learners drop out and repeat classes on various reasons. In the first
place, teachers mentioned poverty, orphan hood, early marriages, lack of schools feeding programme
and teenage pregnancies as the major reasons for drop out. In some schools teachers mentioned that
some learners drop out of school or repeat classes because of having physical disabilities.
Further, mainstream teachers emphasized that poverty and orphan hood force girls to engage into early
marriages and teenage pregnancies. Mainstream teachers said that orphan hood force some learners to
assume parental roles of caring for their siblings, and consequently they drop out of school.
In addition, mainstream teachers said that some learners absent themselves from school for long periods;
and eventually stop coming to school forever.
When the assessment team asked mainstream teachers to give reasons why those learners that have been
absent from school for long time do not come back to school, the teachers disclosed that the learners are
mostly those with disabilities and girls. Those learners who take the challenge of facing their disability at
school, still fail examinations because of missing classes for so long.
Secondly, teachers mentioned that some learners repeat classes because of lack of interest, absenteeism,
inadequate teaching and learning resources in the schools, and failure to address educational needs of
some learners with SEN.
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Furthermore, teachers complained that they do not have enough knowledge and skills to teach learners
with disabilities. As such, learners with disabilities fail examinations and repeat classes several times.
The team also learned that some learners in schools close to trading centers and markets are vulnerable
to repetition. Teachers mentioned that, instead of learners being in class learning, they abscond classes to
sell things for money, shine shoes in town sell water or watch video shows. In the long run, these learners
fail examinations and repeat classes.
3. 3.2 Reasons for drop out and Repetition by Learners
When asked to mention reasons for learner drop out and repetition, learners without disabilities
mentioned the following: orphan hood, poverty, early marriages and teenage pregnancies, lack of
support, absenteeism, lack of interest and some engage in small business in order to avert poverty.
In addition, learners revealed that peers with disabilities drop out and repeat classes because some,
especially those with physical disabilities, fail to attend classes daily due to difficulties in walking to
school and home. Further, the learners disclosed that some learners with disabilities like those with
physical disabilities and those with hearing impairment fail to participate in class activities.
Eventually, problems faced by learners in schools contribute to failure in examinations and repeating
classes or sometimes dropping out.
3.3.3 Reason for drop out and repetition by Community Leaders
The community leaders and parents concurred with the other respondents those learners with and without
disabilities drop out of school and repeat classes. In answering the questions, the respondents mentioned
the following as reasons for learner-drop out and repetition:
• Some parents send their children to look after domestic animals
• Schools which are close to trading centres have video show rooms that attract learners during school
hours
• Early marriages and teenage pregnancies
• Some parents involve children in income generating activities especially on market days.
• Some schools ask for a certain amount of money and those without money do not attend school. Those
who cannot afford to pay drop out of school.
• Teachers‟ absenteeism from school demoralizes learners.
• Lack of interest from learners
• Lack of role models in the catchments area.
• Unfair punishment and harsh treatment by some teachers
• Teacher unprepared ness
• Some children start school over aged (starting at 10 or 11 years when the starting age is 3.)
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• Children drop out of school to go and seek employment in the town and estates due to poverty.
• Some children drop out of school to go fishing.
3.4 Parental Involvement in School Activities
The team found out that parents and community leaders play a great role in the improvement of
education in school. Parents indicated that they are always ready to assist in promoting quality of
education in their schools. In the schools visited, the community assists the schools in the following areas:
• Linking the school and the community
• Maintaining discipline in the school
3.5 Key informants
The team met a number of officials both government and NGO staff to understand what they understand
by special needs education and/or how they mainstream disability in their activities. The team met the
regional schools director who noted that there is no data at the Ministry for learners with disability in
schools and he emphasized the fact that there were no INGOs or local NGOs that were funding SNE and
there are no funds to fund their education at the Ministry. There are a few teachers who are trained
(returnees) but there was no data to indicate how many they were.
The team attended three cluster group meetings which are held monthly in thematic areas; WASH,
Education and protection. It was noted that none of them mainstreamed disability. UN agencies and
INGOs like NRC,WFP,UNOCHA,CARE,SCI etc confessed that there was no disability mainstreaming in
their project design and implementation.
A visit to JRA to get data on returnees with disability and how they are coping? The team was told there
was no data but the officials knew these children are there and they need support. The government
hospital does not have staff like occupational therapists, physiotherapists, ENT Clinicians, Opticians etc.
who could support learners who have SEN.
There is some effort made by ADRA in meeting the needs of the CWDs. ADRA has for example held
sensitization campaigns in Kismayo through DAA that brought a number of learners with SEN to school,
but since there was no special needs education in the schools the learners gradually drooped out. There
were consultants on ground collecting information that could inform drafting of IE policy. On further
prodding to find if there is any plan to start SNE, ADRA said they only had designed the project for a 10
teacher capacity building training and coming up with a policy on IE.
DAA a local association of the disabled people has equally done a lot like advocacy to have CWDs not
paying fees in schools and support with assistive devices though they said the needs were overwhelming.
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4.0 Recommendations
The Assessment team has come up with the following recommendations based on the above findings
• Need for Sensitization of parents, teachers, learners and school management committees on
disability issues at school and village levels and empower them to advocate for education of children
living with disability.
• Mobility to and from school will definitely trigger higher enrolment in school for the special needs
children
• Conduct a baseline survey to map and determine the numbers of PWDs for proper interventions
that target known populations.
• Local administrators and school heads can play a major role in making schools more responsive to
children with special educational needs if they are given necessary authority and adequate training to
do so.
• Early interventions to minimize the effect of impairment on education will be key and therefore
the expertise needed for early screening and identification of children with disabilities will be important
by establishing an equivalent of an educational assessment and resource center(EARC). The success of the
inclusive school depends considerably on early identification, assessment and stimulation of the very
young child with special educational needs.
• The articulation of a clear policy on inclusive education together with adequate financial provision
- an effective public information effort to combat prejudice and create informed and positive attitudes -
and the provision of necessary support services. Changes in all the following aspects of schooling, as well
as many others, are necessary to contribute to the success of inclusive schools: curriculum, buildings, school
organization, pedagogy, assessment, staffing, and school ethos and extra- curricular activities(ADRA has
engaged a consultant who is working on this, LWF can enrich this document by actively participating in its
development)
• Provide in-service training to all mainstream teachers and/or Special needs teaches on special
needs education. The knowledge and skills required are mainly those of good teaching and include
assessing special needs, adapting curriculum content, utilizing assistive technology, individualizing teaching
procedures to suit a larger range of abilities, etc. In teacher-training practice schools, specific attention
should be given to preparing all teachers to exercise their autonomy and apply their skills in adapting
curricula and instruction to meet pupils‟ needs as well as to collaborate with specialists and co-operate
with parents. Furthermore, the importance of recruiting teachers with disabilities who can serve as role
models for children with disabilities will be key.
• Construct/Rehabilitate and adapt the existing school classrooms, sanitary and recreation facilities
for accessibility by learners with SEN.
• Provide/advocate for different types of assistive devices to assist learners with mobility, hearing,
and communication, sight, writing and sitting problems. Establishment of community services sector/unit
needs to be thought about.
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• Young people with special educational needs should be helped to make an effective transition
from school to adult working life. Schools should assist them to become economically active and provide
them with the skills needed in everyday life/ADL.
NB
In general, we would advise that on the onset LWF concentrates their efforts on the development of
inclusive schools and the specialized services needed to enable them to serve the vast majority of
children and youth with special needs - especially provision of teacher training in special needs education
and the establishment of suitably staffed and equipped resource centres to which schools could turn for
support.
FIGURE 8: SOME SCHOOLS THAT ARE DISABILITY FRIENDLY
5.0 Limitations of the Study
The team noted that some learners with disabilities were unable to express themselves during the focus
group discussions especially those with communication difficulties and mental challenges. In some schools
community leaders and teachers thought the team had come with immediate solutions to their problems.
Some of the impairment categories could not be identified by some teachers.
6.0 Conclusion
The study has now given team a true picture of the challenges that both teachers and SNE learners are
facing in schools. The issues that emerged from the revealed challenges faced by learners and teachers
in schools can be addressed collaboratively. The findings of the study will act as a yardstick and point of
reference in the promotion of SNE/inclusive education programmes in Kismayo. Eventually, the practice
will be replicated in all schools the in the Jubaland.
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7.0 References
1. Farrell P., Dayson A., Polat F., Hutcheson G., & Gallannaugh F. (2007). SEN Inclusion and pupil
achievement in English schools. Journal of Research in legislative document.
2. Polit. D.F. and Hungler, B.P. (1995). Nursing research: Principles and methods.
Philadelphia: Saunders
3. KISMAYO IDP SETTLEMENT ASSESSMENT REPORT DECEMBER 2016.
4. UNHCR SOMALIA Situational Supplementary appeal Jan-December 2017.
5. Rousso H. (2007). Education for All: a gender and disability, perspective CSW, Disabilities
Unlimited. USA
6. Save the Children. (UK). (2008). Making schools inclusive: How can change happen – Save the
Children‟s experience London: Author
7. Schmdt M. & Cagran B. (2008). Self-Concept of students in inclusive settings.
8. International Journal of Special Education Volume 23 No1 pp. 8-17
9. UNESCO. (1994) The Salamanca statement and framework on special needs education. Report
for dissemination. Paris: Author.
8.0 Appendixes
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Appendix 1
Appendix 2
Appendix 3
Focus Group Guide with mainstream learners.docx
Appendix 4
Appendix 5
Questionnaires for education officials.docx
Appendix 6
Focus Group Discussion with Commnity Education Committee(CECs).docx
Appendix 7
Questionaire Mainstream Teachers.docx
Head teacher qurstionaires.docx
Focus Group Discussion Guide for Learners with Disabilities.docx
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Interview questions with SNE teachers.docx
Appendix 8
Kismayo assessment Itenerary.xlsx
i SITUATION ANALYSIS OF CHILDREN IN SOMALIA 2016(UNICEF)p.12 ii Read 45.6